GED 535.01:

INTRODUCTION TO COMPUTERS IN EDUCATION

Course Syllabus
Fall, 1999

Instructor Conceptual Framework & Course Description Course Expectations & Grading Criteria

Term Project Class Schedule Individual Assignments Cooperative Group Assignments

CONCEPTUAL FRAMEWORK

The conceptual framework for the School of Education at California State University, Dominguez Hills, underlies underlies the curriculum. Along with its mission to prepare educators for culturally and linguistically diverse students in urban school settings, the SOE expects all students to work toward achieving the following in this class:

Skill in realizing educational equity for all learners;
Sensitivity toward and effectiveness with people from diverse cultural and linguistic backgrounds;
Appropriate and creative use of independent and collaborative experiential learning;
Multicultural and global perspectives in thinking and practice;
Personal growth through reflection and self-evaluation;
The ability to critically analyze theory and research that inform effective practice;
Skill in authentically assessing performance and progress;
Multimedia and technology literacy; and
The ability to facilitate student learning in performance-based and standards-based environments.

COURSE DESCRIPTION

This class is designed to enable teachers to integrate the computer into classroom instruction. In order to become "computer literate" to the degree necessary to make informed decisions about using computers in the classroom, a computer lab, or home, students will study such topics as the basics of computer hardware, software, computer-managed instruction, evaluation of computer-assisted instruction, as well as the social and ethical considerations in using computers in the school. The class combines lectures with hands-on activities using cooperative learning groups. There are both individual and group assignments for all major areas. The course has been designed to meet the state mandated computer competencies required for credentialing set by AB 1681, for both level I (basic literacy) and level II (classroom integration) competencies. Topics throughout the course will address the concerns of cultural diversity and educational equity.
Your ideas and suggestions are welcome.

ACADEMIC INTEGRITY: ITS PLACE IN THE UNIVERSITY COMMUNITY

Please review this section of the 1999-2000 CSUDH Student Catalogue (page 15).

COURSE EXPECTATIONS

Regular attendance and participation are required of all students.
Assignments, tests, and the term project reflect individual work.
Assigned readings should be completed before the indicated class meeting.
Quizzes are given at the beginning of each class session and are self-graded (2 points if present during quiz). Quizzes may be made up in writing if completed by the next class session.
Each week's competencies are skills you should have gained from class activities and readings, and for the basis for tests and quizzes. Weekly quizzes will be based on the competencies from the previous week.
Assignments and group projects are due as indicated in the class schedule. Group projects should include a cover sheet with the project number and signatures of all participants. Each person signing his or her name to a group project will receive the same points.
Late work may be accepted on an individual basis; points may be subtracted for late work.
Students may use notes for tests.

GRADING CRITERIA

Grades will be based on performance of the following:

Assignment Points

Weekly quizzes (12 @ 2 pts. each) 24

Group projects (5 @ 10 pts. each) 50

Assignments (10 @ pts. each) 100

Midterm 100

Final 100

Term project 50

Total 424

Grade Points Grade Points

A 405-424 C+ 335-344

A- 395-404 C 300-334

B+ 385-393 C- 290-299

B 355-384 D 212-289

B- 345-354 F Below 212

Assignment	Points
Weekly quizzes (12 @ 2 pts. each)	24
Group projects (5 @ 10 pts. each)	50
Assignments (10 @ pts. each)	100
Midterm	100
Final	100
Term project	50
Total	424

TERM PROJECT

Select one of the projects below and submit by the last class. You may not turn in more than one project for extra credit.

Find an article in a journal, on the Internet, or in the ERIC database that discusses the effectiveness of CAI in education. Turn in a report, word-processed, including the article citation (see below), name of CAI program, educational setting, how effectiveness was measured, and results. Include your opinion of the article; e,g,., is the article clear? Could you use similar methods in your school?

Sample citation: Woodward, J., Carnine, D. & Gersten, R. (1988). "Teaching problem solving through computer simulations." American Educational Research Journal , 25 (1), 72-86 (vol. [no.], pages).
Sources of articles: The Computer Teacher; Classroom Computer Learning; Electronic Learning; Educational Technology; T.H.E. Journal; or journals in your subject area such as Arithmetic Teacher; the English Journal; Exceptional Children, etc.; ERIC database.

Visit a school computer lab and write a two to four page report (word-processed, double-spaced) including the type and number of computers and other equipment, staff, hours of operation, type of software available, and how and by whom the lab is used. Include a critique of the lab operations; e.g., How could service to teachers/students be improved?
Choose a grade level and or subject and make a list (either word-processed or a database printout) of 15 or more educational computer programs appropriate for that grade/subject. For each program, list the name of the program, the publisher, the cost, the computer(s) on which it will run, the minimum requirements (computer memory, disk drives, etc.), and a brief description of what it does. Include a statement of why and how you chose these particular programs. Do not simply copy descriptions out of catalogues or documentation.
With prior approval, a project of your own design may be substituted for one of the above.

CLASS SCHEDULE

Date	Topic(s)	Competencies	Quiz # Assignment
8/31	Introduction Computer Vocabulary Operating Macintosh computers Information about the Challenge Exam	Boot a Macintosh Computer Run a program Use Menus Define: computer, microcomputer, minicomputer, mainframe, time-sharing, terminal, hardware, software, input, devices, output devices, peripherals, interface board, chip, CPU, ALU, memory, RAM, ROM, binary, bit, byte, K, M, crash, virus	Quiz 1, Assignment 1
9/7	Educational telecommunications, the Internet, and the World Wide Web	Define telecommunications, modem, baud rate, parity, Internet, WWW. List at least three educational uses for telecommunications. Examine the issues involved in classroom use of the internet. Use the Internet to find educational resources and the textbook (http://www.abacon.com/twt/index.html)	Quiz 2 Assignment 1 due Assignment 2 Desberg & Fisher, ch. 12
9/14	Computer vocabulary Operating Macintosh computers Copying diskettes & programs	Define: DOS, disk, diskette, floppy disk, disk drive, CD ROM. Copy a diskette and programs Understand copyright laws regarding software and the World Wide Web	Quiz 3 Group project 1 Desberg & Fisher, ch. 1, 2, & 13
9/21	Computer-Assisted Instruction (CAI)	Define:CBI, CAI, and CMI. List at least two advantages and two potential problems of using CAI in a classroom. List and define three types of CAI.	Quiz 4 Group project 1 due Assignment 2 due Assignment 3 Desberg & Fisher, Ch. 3
9/30	Courseware Evaluation	List at least five characteristics of good instructional software.	Quiz 5 Group project 2 Assignment 4 & 5 due Assignment 3 due, Desberg & Fisher, ch. 4
10/5	Computer-Managed Instruction	Define CMI, giving examples. Compare the use of computer-managed instruction with pencil and paper methods.	Quiz 6 Group project 3 Assignment 2 due Desberg & Fisher, ch. 9
10/12	Integrating CAI into the Curriculum	List at least three ways that a computer can be used in a classroom. Given a CAI program, write at least one behavioral objective that may be met by using the program. Create a lesson plan for using a CAI program in the classroom	Quiz 7 Assignment 4 and group project 3 due Group project 4 Desberg & Fisher, ch. 10
10/19	Lesson Presentations, sharing Review	Review competencies thus far.	Quiz 8 Assignment 5 due Group project 4 due
10/26	MIDTERM EXAM (Covers topics through 10/12)	Note: quizzes 1 to 8, Assignments 1 to 5, and Group Projects 1 to 4 may not without prior instructor approval, be turned in after the end of this class session.	Study!
11/2	Multimedia Authoring	Define hypermedia, multimedia, stack, field. List computer programing languages, hypermedia authoring tools. Explore hypermedia use in education. Create a hypermedia stack.	Group Project 5 Desberg & Fisher, ch. 11, 14.
11/9	Word Processing	Start a word processing program. Open a new or exisiting document. Enter, edit, delect, move, cut copy, paste, search for text. Use headers and footers, including page numbers. Save and print a document. Copy from one document to another.	Quiz 9 Assignment 6 Desberg & Fisher, ch. 5
11/16	Graphics	Draw a simple figure. Design a logo. Insert clip art in a word-processing document. Create a simple newsletter.	Quiz 10 Assignment 7
11/23	Spreadsheet	Define: spreadsheet, cell, value, label, formula, function. Create a simple spreadsheet, including formulae and functions (SUM, AVG, MAX, MIN). Save and print a spreadsheet.	Quiz 11 Assignments 6 & 7 due Assignment 8 Desberg & Fisher, ch. 6
11/30	Database	Define: database, record, field, search, sort. Create a database with four or more fields, and 10 or more records. Save and print a database.	Quiz 12 Assignment 8 due Group project 5 due Desberg & Fisher, ch. 7
12/7	Trends in Educational Technology Social and Ethical Issue in CBE	Discuss and Review competencies.	Assignment 9 due Term project due Desberg, ch. 15
12/14	FINAL EXAM	All work must be turned in.	Study!

INDIVIDUAL ASSIGNMENTS

Number	Assignment	Date Due
1	Choose the 10 terms from the list that you think are most important for computer novices to know.	9/7
2	Send and receive an e-mail message. Turn in completed Internet Evaluation Form.Define and describe three types of CAI: drill and practice, tutorial, and simulation. List the name of one program from one of our class sample disks for each type of CAI and justify your choice.	9/21
3	Define and describe three types of CAI: drill and practice, tutorial, and simulation. List the name of one program from one of our class sample disks for each type of CAI and justify your choice.	9/28
4, 5	Using the CSUDH CAI evaluation form, evaluate two CAI programs. These should be of two different types, and different from that evaluated in your cooperative groups.	10/12 and 10/19
6	Word-processing assignment.	11/22
7	Graphics assignment.	11/22
8	Spreadsheet assignment	11/30
9	Database Assignment	12/7

COOPERATIVE GROUP ASSIGNMENTS

Group Project 1, due 9/14

Create two instruction sheets of one to two pages in length, showing how to start and quit a program (to be assigned) on a Macintosh computer:

The first set of instructions should contain written instructions (in English) simple enough for a sixth-grader who has never used a computer before.

The second set of instructions should be directed at anyone who cannot read well enough to use the first sheet (non-English-speaking or reading disability).

Group Project 2 - CAI Evaluation, due 10/5

Using the CSUDH CAI evaluation form, evaluate one CAI as a group.

Group Project 3 - CMI, due 10/12

Complete the CMI exercise as distributed.

Group Project 4 - Lesson Planning, due 10/19

Run a simulation program.
Using the lesson plan form distributed in class, create a lesson plan for a cooperative group activity using the program you chose in an appropriate classroom. Assume there are from one to five computers in your classroom (not a lab).

Group Project 5 - Multimedia Authoring, due 11/30

Using the Hyperstudio workbook distributed in class, create at least a four-card Hyperstudio stack. You may use the project on France suggested by the workbook, or another topic of your choice.

REFERENCES

Bitter, G.G., Pierson, M.E. (1999) Using Technology in the Classroom, 4th ed., Boston: Allyn & Bacon.
Cannings, T. R., & Finkel, L. (1993) The Technology Age Classroom. Wilsonville, OR: Franklin, Beedle & Associates, Inc.
Kehoe, B.P. (1996). Zen and the Art of the Internet, 4th Ed. Upper Saddle River, NJ: Prentice Hall.
Knapp, L.R. & Glenn, A.G. (1996) Restructuring Schools with Technology. Boston: Allyn & Bacon.
Leshin, Cynthia B.(1996) Internet Adventures, version 1.2. Boston: Allyn & Bacon.
Lynch, G. & Lynch, H. (1994) ClarisWorks for Teachers. Gilroy, CA: Computer Literacy Press.
Merrill, P.F., Tolman, M.N., Christensen, L., Hammons, K., Vincent, B.R. & Reynolds P.L. (1996) Computers in Education, 3rd ed. Englewood Cliffs, N.J.: Prentice-Hall.
Morrison, G.R., Lowther, D.L., & DeMeulle, L. (1999) Integrating Computer Technology into the Classroom. Upper Saddle River, NJ: Merrill.
Roblyer, M.D. (1999) Integrating technology Across the curriculum. Upper Saddle River, NJ: Prentice-Hall.
Ryder, R.J. & Hughes, T. (1997). Internet for Educators. Upper Saddle River, NJ: Merrill.
Sanford, C. (1995). Exploring the Internet. Chicago: Richard D. Irwin, Inc.
Schrum, L., & Berenfeld, B. (1997). Teaching and Learning in the Information Age. Boston: Allyn & Bacon.
Williams, B. (1995). The Internet for Teachers. Foster City, CA: IDG Books.

Nada L. Mach, Ph.D.

nmach@dhvx20.csudh.edu

Grade	Points	Grade	Points
A	405-424	C+	335-344
A-	395-404	C	300-334
B+	385-393	C-	290-299
B	355-384	D	212-289
B-	345-354	F	Below 212